Systems and methods for evaluating physical performance

ABSTRACT

Systems and methods are provided for evaluating and correcting physical performance of an activity by a human. A user performing one or more physical activities may be evaluated based on criteria relating to their movement, such as strength and technique. The user&#39;s performance in relation to these criteria is then rated, and the values for the criteria are combined to provide an overall performance score. The performance score is used to determine a user&#39;s overall readiness and ability to perform the physical activity which was evaluated or an overall ability to perform physical activities. Performance scores for more than one physical activity may be combined to provide an overall performance ready score that captures the person&#39;s overall physical ability. Comparisons of performance scores over time may provide information as to whether a user is improving, and could be applied to evaluating physical rehabilitations from injuries.

PRIORITY CLAIM

This application is a continuation of U.S. application Ser. No.13/843,211, filed on Mar. 15, 2015, which is now U.S. Pat. No.9,025,824, issued of May 5, 2015, which claims priority to pending U.S.application Ser. No. 13/520,790, filed Jul. 5, 2012, which is now U.S.Pat. No. 8,428,357 issued on Apr. 23, 2013, which is a 371 nationalstage application of PCT International Application No. PCT/US2011/63801,filed Dec. 7, 2011, which claims priority to U.S. ProvisionalApplication No. 61/420,524, filed Dec. 7, 2010, now abandoned.

BACKGROUND

1. Technical Field

The embodiments described herein are related to systems and methods forperformance training based on position tracking, movement mechanics andfunctional strength development, as well as systems and methods forevaluating physical performance.

2. Related Art

Athletes often employ various training systems and/or methods to improveathletic performance. Such training systems and/or methods can bedivided into at least two groups. One such group includes trainingsystems and methods which are primarily aimed at improving ormaintaining the physical conditioning of the athlete. Thus, suchathletic conditioning training systems and methods are generallyconfigured to improve or maintain the strength and stamina of theathlete. An example of a conditioning training system is a set ofweights for weightlifting. Similarly, an example of a conditioningtraining method is a method of using such weights to increase strengthand stamina of an athlete.

The other of the two groups of athletic training systems and methodsincludes systems and methods that are aimed primarily at improving ormaintaining an athletic technique. As used herein, “technique” refers tothe manner in which an athlete executes an athletic maneuver such asrunning, jumping, throwing, and the like. Thus, such athletic techniquetraining systems and methods are generally configured to improve ormaintain an athlete's form, body positioning, and movement whileperforming an athletic maneuver.

The technique possessed by an athlete can be as important, if not moreimportant, than the strength and/or stamina of the athlete. For example,assuming all other factors are equal, an athlete of inferiorconditioning and stamina who possesses superior technique can sometimesout-perform an athlete of superior conditioning and stamina whopossesses inferior technique. Superior athletic technique, then, can bea determining factor in the outcome of any given athletic event such asa game or other competition.

The training systems which improve or maintain an athletic techniqueprimarily use physical sensors which are placed on the body of theathlete in order to measure the athlete's movement and position. Thesensors may provide visual tracking of the movement and position to animage capture device or provide actual data on movement and position viacomponents within the sensors which are equipped to measure movement andposition. However, the use of these sensors limits the applicability ofthese training systems to environments where the sensors can be attachedto the user or where specialized equipment is available to read the datagenerated by the sensors. The training system may require aspecially-designed space, thus limiting the applicability to athleteswho are engaged in normal training that is on a field, outdoors or witha team.

SUMMARY

Systems and methods are provided for evaluating and correcting physicalperformance of an activity by a human. A user performing one or morephysical activities may be evaluated based on criteria relating to theirmovement, such as strength and technique. The user's performance inrelation to these criteria is then rated, and the values for thecriteria are combined to provide an overall performance score. Theperformance score is used to determine a user's overall readiness andability to perform the physical activity which was evaluated or anoverall ability to perform physical activities. Performance scores formore than one physical activity may be combined to provide an overallperformance ready score that captures the person's overall physicalability. Comparisons of performance scores over time may provideinformation as to whether a user is improving or regressing, and couldbe specifically applied to evaluating physical rehabilitations frominjuries or targeted types of training activities and techniques.Corrections to a user's technique can also be offered based on thespecific rating the user received with regard to technique.

In one embodiment of the invention, a method of assessing performancereadiness of a human comprises: receiving at least one image of a userperforming a physical activity; evaluating a technique of the user'sperformance and determining a technique score based on the evaluation;determining a strength score based on the user's measured strengthduring the physical activity; combining the technique score and thestrength score to generate a performance ready score; and displaying theperformance ready score on a display.

In another embodiment of the invention, a method of assessing a physicalrehabilitation process of a human comprises: generating a firstperformance ready score for a user, wherein the performance ready scoresmeasures an ability of a user to perform a physical activity; generatinga second performance ready score for the user after the user has beenphysically impaired or injured; comparing the first performance readyscore and the second performance ready score to determine a differencebetween the first performance ready score and the second performanceready score; and determining a progress of a rehabilitation process ofthe user based on the determined difference.

Systems and methods for tracking and correcting a position or movementof the human body are presented. An image capture device such as a stillcamera or video camera captures an image or video of a human body in aselected position or sequence of positions relating to a movement. Theposition or movement may relate to a physical activity, such as running,jumping, throwing or swinging. The image is then presented to a user ona display, where the user may select one or more positions of the humanbody for analysis. Upon selecting a position, an angle of the positionis determined and then compared to a desired angle determined throughspecific biomechanical measurements. The difference between the twoangles is calculated, and the user is then presented with feedback, suchas a corrective action, to aid the user in reducing the differencebetween the measured angle and the desired angle.

In one exemplary embodiment, a system for analyzing a position of ahuman body comprises an image capture device which captures an image ofa human body; a user interaction unit where a user selects a position ofthe human body on the captured image; a comparison unit which determinesan angle of the human body at the selected position and calculates adifference between an angle of the selected position and a desired angleof the selected position; and a display unit which displays feedbackbased on the calculated difference.

In another exemplary embodiment, a method for training a human bodycomprises capturing at least one image of a human body; selecting atleast one position of the human body in the captured image; determiningan angle of the human body at the selected at least one position;calculating a difference between the angle of the human body at the atleast one selected position and a desired angle of the at least oneselected position; and displaying feedback based on the calculateddifference on a display.

These and other features, aspects, and embodiments are described belowin the section entitled “Detailed Description.”

BRIEF DESCRIPTION OF THE DRAWINGS

Features, aspects, and embodiments are described in conjunction with theattached drawings, in which:

FIG. 1 is a block diagram of a system for analyzing position andmovement in accordance with one embodiment;

FIG. 2 is a block diagram of data flow in accordance with oneembodiment;

FIG. 3 is an exemplary screen shot illustrating a first sprintingposition in accordance with one embodiment;

FIG. 4 is an exemplary screen shot illustrating a first sprintingposition in accordance with one embodiment;

FIG. 5 is an exemplary screen shot illustrating a first sprintingposition in accordance with one embodiment;

FIG. 6 is an exemplary screen shot illustrating a first sprintingposition in accordance with one embodiment;

FIG. 7 is an exemplary screen shot illustrating a second sprintingposition in accordance with one embodiment;

FIG. 8 is an exemplary screen shot illustrating a second sprintingposition in accordance with one embodiment;

FIG. 9 is an exemplary screen shot illustrating a second sprintingposition in accordance with one embodiment;

FIG. 10 is an exemplary screen shot illustrating a second sprintingposition in accordance with one embodiment; and

FIG. 11 is an exemplary screen shot illustrating a third sprintingposition in accordance with one embodiment;

FIG. 12 is an exemplary screen shot illustrating a third sprintingposition in accordance with one embodiment;

FIG. 13 is an exemplary screen shot illustrating a third sprintingposition in accordance with one embodiment;

FIG. 14 is an exemplary screen shot illustrating a third sprintingposition in accordance with one embodiment;

FIG. 15 is an exemplary screen shot of a comparison table for comparingthe measurements of multiple athletes over the course of severaltraining sessions, in accordance with one embodiment;

FIGS. 16A-16D illustrate the steps of calculating an angle of a forearmduring a bench press in accordance with one embodiment;

FIGS. 17A-17C illustrate the steps of calculating an angle of an upperarm during the bench press in accordance with one embodiment;

FIG. 18A is an exemplary screen shot illustrating a method ofcalculating the angle of a front foot as it strikes the ground inaccordance with one embodiment.

FIG. 18B is an exemplary screen shot illustrating a method ofcalculating the angle of a recovery leg in accordance with oneembodiment.

FIG. 19A is a block representation of a computer system and a user inaccordance with one embodiment;

FIG. 19B is a functional block diagram illustrating the computer systemof FIG. 18A;

FIG. 20 is a flowchart which illustrates a method of movement trainingin accordance with one embodiment;

FIG. 21 is an image of a user interface for evaluating physicalperformance, in accordance with one embodiment;

FIG. 22 is a table displaying past and present technique, strength andperformance readiness data for a list of users performing a bench pressactivity, in accordance with one embodiment of the invention;

FIG. 23 a table displaying an overall performance readiness rating for alist of users, in accordance with one embodiment of the invention;

FIG. 24 is an image of a message board user interface where a trainercan communicate with the user regarding specific techniques, performancereadiness and corrective actions relating to the evaluation of theuser's physical activity; and

FIG. 25 is a flowchart illustrating a method of evaluating a physicalactivity of a user to determine a performance ready score, according toone embodiment.

DETAILED DESCRIPTION

In an athlete's training regimen, the ability to precisely measure,analyze and illustrate a body position of the athlete during specificmovements is invaluable. Embodiments in accordance with the systems andmethods described herein measure specific positions and movements of thehuman body, and provide data and visual information to system users(coach, trainer, athlete) to assist the athlete to make corrections inmovement and body position. The system utilizes an image capture devicesuch as a camera or video camera to measure movement and body positionat a specific point in time without requiring the athlete to wear anysensors.

Systems and methods are also provided for evaluating and correctingphysical performance of an activity by a human. A user performing one ormore physical activities may be evaluated based on criteria relating totheir movement, such as strength and technique. The user's performancein relation to these criteria is then rated, and the values for thecriteria are combined to provide an overall performance score. Theperformance score is used to determine a user's overall readiness andability to perform the physical activity which was evaluated or anoverall ability to perform physical activities. Performance scores formore than one physical activity may be combined to provide an overallperformance ready score that captures the person's overall physicalability. Comparisons of performance scores over time may provideinformation as to whether a user is improving or regressing, and couldbe specifically applied to evaluating physical rehabilitations frominjuries or targeted types of training activities and techniques.Corrections to a user's technique can also be offered based on thespecific rating the user received with regard to technique

The system is a functional training tool. The purpose of a functionaltraining tool is to improve performance. Therefore, all training thatimproves performance is by definition functional. Using specificfunctional training exercises will help an athlete's body focus ondevelopment of movement skills, body positions, and explosive power.

Movement mechanics are employed to teach an athlete how to improveathletic movement. Through web-based systems and methods disclosedherein, the flow of muscle reaction from the foot through the entirebody, and the relationship of the upper body to the lower body, ismeasured. Such measurements allow an athlete to make corrections toexisting movement mechanics to improve motion, strength, speed andathleticism. Through systems and methods disclosed herein, the strengthsand weaknesses of the individual athlete may be evaluated and drillscreated to cue changes for each athlete and improve athleticperformance.

It is important to recognize that physical development is notnecessarily a point in time, but rather a continuum. One physical skillis related to, or dependent upon, another. The body is a system ofmuscles, tendons and ligaments that serve as connectors, stabilizers andprime movers causing action around the joint complexes. In order tomove, certain muscles must create action, while others create reactiveresponses to allow motion. Being able to move parts of the body in thesame plane, allows balance to occur as it moves. This requires trainingin first muscle response and reactive synchronized muscle actionthereafter. Muscle stability and effective movement action is based on aseries of rotations that occur around a joint, propelling direction ofaction.

The embodiments described herein use this basic understanding of themuscle/joint connection to develop functional strength and movement.Generally, earlier solutions focused on isolated muscle action;therefore, complete function was missing, and performance wascompromised. In the embodiments described herein, the most basic ofmovement mechanics are used to develop the flow of muscle reaction thatmust occur from the foot through the entire body, creating efficientmotion.

The first component to consider in movement mechanics is posture. Ifpostural carriage of the body is compromised, so is the quality of themovement. Accordingly, it is necessary to train the upper body, hips andfoot to be properly positioned throughout a movement or sequence ofmovements. This requires proper development of all relevant musclegroups, including the muscles of the lower leg, upper leg, and hips.

Timing is critical to this development process. The muscle system mustcontract, stabilize and create the necessary rotations to produce motionall in one action that maintains proper body position, readying the bodyfor each successive action. These systems facilitate this developmentprocess.

Although the embodiments herein will be described with regard toathletic performance and activity, the systems and methods describedherein may also be applied to analyzing and improving any type ofmovement by a human body, such a patient undergoing physical therapy toimprove movement as a result of an injury or disease. For example, thesystem could be applied to a patient who has undergone knee surgery andneeds to improve the movement of the knee. The system will then captureand analyze the patient's position and movement of the knee in order todetermine whether the patient can move the knee as expected or whetherthe patient is making progress in increasing the movement of the knee.

Movement Training System

In accordance with one embodiment, a system for analyzing a position ofa human body is provided, as illustrated in FIG. 1. The system 100 willinclude an image capture device 102, such as a still camera or videocamera, which will capture the images or videos of the human body of anathlete or other subject. The image capture device 102 may be integratedinto a portable electronic device such as a cellular phone, smart phoneor tablet, and the portable electronic device may be capable of carryingout other aspects of the system, as will be described further herein.The image capture device 102 captures an image, video or sequence ofimages of an athlete performing some type of movement.

The captured image or video is then transmitted to a user interactionunit 104, such as a computer with a processor, memory and display, forprocessing and interaction with the user. In one embodiment, the imagesor videos are uploaded to a comparison unit 106 which may store theimages or videos on a remote server 108 and provide calculationsregarding the angles of the user's body in comparison with a desiredangle. The images and the calculations may then be provided to a userover a web-based interface produced by the user interaction unit 104.The user interaction unit 104 provides a graphical user interface (GUI)(see FIG. 2) on an integrated or connected display unit 110 whichdisplays the image or video so that the user can view and select aposition on the human body. An input device 112 such as a mouse,keyboard, touch screen, voice recognition, etc. will allow the user tointeract with the GUI. In one embodiment, the image capture device 102,the user interaction unit 104, the display unit 110 and the input device112 may be integrated into a single portable device 114 such as atablet, laptop or smart phone. By integrating all of the components ofthe system 100 into a single portable device 114, the system can beimplemented in numerous environments, such as on a field, track, gym orother location where the athlete is training The system is not limitedto a closed environment where sensors and specialized equipment arerequired.

The GUI may provide the user with instructions on which position toselect based on the type of activity that the athlete was engaged in.The GUI may also direct the user to select positions in a sequence ofimages so that the movement over the course of a time interval duringwhich the images were taken may be determined, as will be describedfurther below. In one embodiment, a position is selected by selectingtwo points on the human body which is then highlighted on the displaywith a straight line between the two points.

Once the user has selected one or more positions, the comparison unit106 computes an angle of the position and compares the angle to adesired angle of that selected position. The angle may be relative toanother part of the body or the ground surface, or even an object whichthe athlete is holding—such as a ball, bat, golf club, hockey stick,etc. The desired angle may be stored in a database within a memory ofthe comparison unit 106, with the values of various angles determinedusing known biomechanical measurements and parameters for a variety ofactivities. The comparison unit 106 then calculates a difference betweenan angle of the selected position and the desired angle of the selectedposition.

A display unit 110 may then display a corrective action to the userbased on the calculated difference. The corrective action may be assimple as the calculated difference in the angles (i.e. −15 degrees),such that the athlete can understand the correction that is neededsimply from the value of the difference. However, the corrective actionmay be more specific or practical, such as recommending that a runnerfurther extend a foot or that a weightlifter further bend their knees.Regardless of the type of information provided, the corrective action isintended to help the athlete attain the desired angle of the selectedposition. If the display unit is a portable device such as a laptop,tablet or smart phone, the same portable device may be used to capturethe image or video, select the positions and display the correctiveactions. The integration of all of the primary operations of the systemallows the system to be implemented in almost any training environmentthat the athlete may be using and will provide for the athlete toreceive instant feedback regarding their movements.

Turning to FIG. 2, data flow for the system 100 in accordance with anembodiment is shown. The system 100 may include a database or data cloud116 at the remote server 108 of possible outcomes for various exercises.For example, in one embodiment, the data can be generated using thecomparison unit 106. The comparison unit 106 can include a computersimulation tool, previously run for a range of test cases (e.g., otherathletes). In some embodiments, data cloud 116 uses input parameters andpresents them directly to the comparison unit 106 for analysis. In sucha situation, the analysis is for the particular athlete, using only theparticular athlete's performance.

As used herein, a database includes succinct data information. Incontrast, a data cloud includes succinct data information as well astools to manipulate the data, e.g., algorithms, to derive secondaryinformation, e.g., such as by interpolation. Both of these types of datastorage, database or data cloud, can be referred to generally as adatastore.

The database or data cloud 116 can contain some or all possiblecombinations of corrections for various exercises of interest andindividual athlete considerations. The data cloud 114 may be populatedfor a specific athlete, using athlete data such as information measuredby the athlete in performing a specific exercise. The data cloud 116 maybe populated by the athlete himself using a display 118 such as amonitor.

The display 118 is generated by the display unit 110 of the system 100to set up the exercise technique or enter the measured exerciseparameters. As used herein, the display 118 and display unit 110 mayinclude the user interaction unit 104 as well as the hardware needed toimplement the user interaction unit 104. The data associated with theselected exercise would then be used to extract the associated outcomein the data cloud 116.

It should be appreciated that in an alternate embodiment, the comparisonunit 106 and/or data base or data cloud 116 can be located on the sameportable device 114 as the display unit 110. Alternatively, thecomparison unit 106 and/or data base or data cloud 116 can be located ona different computer system from the viewer system, as shown in FIG. 1with the remote server 108. Exemplary embodiments of the computersystems which may be embodied by the image capture device 102, the userinteraction unit 104, the comparison unit 106 or the portable device 114as a whole are shown in FIGS. 18A and 18B.

The system allows the athlete to determine what adjustment should bemade to his or her form, e.g., stance, positioning, etc., by interactingwith the controls on the left panel with the display changing toindicate the required corrections to form based on information providedby the user.

One benefit of the embodiment is that the athlete is not required towear any sensors or even perform the activity in a certain settingconfigured with sensors to measure movement or motion. A video or imageof the athlete may be taken in any setting, such as during a teampractice, at a gym, etc., and the video can be immediately uploaded fromthe portable device 114 to the remote server 108 which processes thevideo and provides the GUI for the user to select positions. Thisprocess is designed to take only a few seconds or minutes, depending onwhether the video is uploaded from the image capture device 102 or isfirst transferred to another computer (not shown) which is connected tothe remote server 108 through a network. The analysis can then beimmediately displayed to the user on the display 118. The user istherefore able to obtain near real-time feedback on the athlete'smovement and provide that feedback to the athlete during a trainingsession or practice, so that the athlete can make immediate corrections.The system can significantly improve the benefits of a practice ortraining session and reduce the amount of time needed for an athlete toimprove movement mechanics and athletic performance.

In accordance with one embodiment, the initial level of an athlete'sability is measured, e.g., by measuring the athlete's performance incompleting an athletic task. Recommendations are then made to the useror athlete on how to improve performance. The athlete's performance isthen measured again in order to determine the improvement the athleteachieved. The performance of the athlete may be measured through theangles of movement, strength measurements, speed measurements and evenlean muscle mass measurements.

The data being collected during the training sessions and the use of thesystem is also valuable for other reasons. In one embodiment, the dataon how quickly an athlete improves over the course of numerous trainingsessions can be used to model a predicted course of improvement for anathlete over a period of time. For example, if data from other athletesis modeled, the system can provide expected goals for a future athleteto attain at certain steps in the process based on the previousimprovements of other athletes utilizing the system. This analyticalapplication will help a user (such as a coach, trainer or the athlete)determine whether the athlete is improving his or her movement along anormal pace, a slower pace or a faster pace. A coach may be able todetermine whether an athlete has been completing a recommended scheduleof training or whether an athlete may be more skilled than others, andadjustments can then be made to the training regimen.

In addition to training an athlete, in one embodiment, the datacollected from the use of the system may be compiled to also assess theeffectiveness of a particular type of training activity. In other words,the degree of improvement of the athletes in response to different typesof training programs may be analyzed to determine if one trainingprogram is more effective than another in improving the athletes'movement and performance.

Training Foot Movement

In one embodiment, the system may analyze and assess movement of a foot.Creating proprioreceptive activity to the necessary muscles to initiatemotion is a primary component to the timing of muscle reaction. If thefoot does not function correctly, neither will movement. Therefore, manytypes of movement essentially begin in the foot. Based on this premise,it is evident that training the muscular use of the foot is critical.Using thermographic photos of functional reaction on the soles of thefeet during gait, drills can then be established that train a functionalmuscle response in the feet. Due to years of compensation, many athletesfall inside on the feet, walk on the outsides of the feet, or lean backor forward due to a lack of stability on the mid foot. These systems andmethods use the drills to teach the correct mechanical function andstrengthen the muscles of the foot, to begin movement trainingObservation of athletes has made it apparent that very few of themproduce motion from their feet, but, rather, leaned forward andbasically “fall” into a direction of movement. This creates anoff-balance position, and results in a slower than desired rate ofmovement (first step speed).

Based on these basic principles of movement, the present systems andmethods facilitate improvement in an athlete's functional strength,which is necessary to produce the power, balanced speed and quicknessrequired for optimal performance. However, just being able to move a lotof weight in the gym will not necessarily transfer to use of thatstrength on the field or court.

An exemplary scenario guiding an athlete using the system 100 will nowbe described. Unless specified otherwise, FIGS. 3-14 illustrate actionsperformed by the viewer system. Also, references to anatomy are intendedto be references to representations in the system 100 (e.g., underlyingdata).

Turning not to FIG. 3, in a first step, the athlete or user launches thesoftware application for movement training, also referred tointerchangeably as movement training application described in furtherdetail in FIGS. 18A and 18B. In some embodiments, the movement trainingapplication of the comparison unit produces the GUI see on the display118. Thus, the movement training application receives data from database116, which may be produced by the comparison unit 106. The movementtraining application may be launched from a desktop icon, and runlocally from the portable device 114, the user's computer, tablet, smartphone, or other electronic device. Alternatively, the movement trainingapplication may be accessed via the internet, and run on the remoteserver 108.

Upon launching the movement training application, the display or screen118 displays a preloaded case representing a model athlete.Alternatively, data on a specific athlete could be loaded at this point.This specific athlete data may be loaded by the user or athlete byselecting, e.g., a previously recorded video of the athlete. The athletedata, regardless of source is the starting point for the rest of themovement training analysis. This athlete data, combined with measuredparameters obtained from the data, determines the outputs displayed.

Still referring to FIG. 3, in a first step, the user plays a previouslyrecorded video or sequence of images of an athlete performing apredetermined exercise. For example, FIGS. 3-14 all relate to an athleteparticipating in a 40-yard sprint. During the course of playing thevideo, the movement training application presents the user with variousinstructions which ensure that the user makes certain measurements atpredesignated times. For example, in FIG. 3, the user is instructed to“Stop the video at foot strike.” Thus, the user should click on the stopbutton 210 once the athlete's foot touches the ground in the video.

Referring now to FIG. 4, in a second step, the user is informed that heis going to check the distance between the foot strike and the athlete'scenter of mass (“COM”). In order to do this, a message is displayed onthe screen 118 which instructs the user to “First draw a line from themiddle of your hip straight down through the protractor.” In oneembodiment, the user is able to draw a line on the screen with an inputdevice 112, such as by clicking a mouse on a spot where the line shouldbegin and dragging the mouse to a spot where the line should end. Aprotractor may, in some embodiments, be built into the screen as aborder 310 for the video to aid in identifying the line that should bedrawn. This line from the hip is illustrated as numeral 320.

Referring now to FIG. 5, in a third step, the user is instructed to“Next draw a line from the center of your hip through the ball of thefoot on the ground.” This line from the hip through the foot isillustrated as numeral 410.

Referring now to FIG. 6, in a fourth step, the user is informed that heis going to measure the difference in degrees between the two lines hehas drawn 320, 410. Thus, a message is displayed on the screen 118 toinstruct the user to “Enter the number of degrees between the lines inbox A.” Box A is a first input field and is represented by numeral 510.In one embodiment, the movement training software may be programmed todetermine the slope of the lines and convert them to degrees, which canthen be subtracted to determine the difference between the angle of theathlete's body part and that of the desired angle.

Box A is one of the controls on the left panel 505, for which the userinteracts with to determine how to improve the athlete's performance.Also included in left panel 505 are Box B 520 and Box C 530, which arealso input fields, and the following buttons: Clear 540, Directions 550,Example 560 and Submit 570. Clear button 540 clears the input values inboxes 510, 520 and 530. Directions button 550 provides user interfacedirections allowing the user to input personal performance data onto afilm clip of the user running or performing prescribed lifts (e.g.,instructs user on how/where to draw lines and compute protractor degreesto insert into data input spaces on page). Example button 560 providesvisual examples of proper or optimal technique with respect to runningor the prescribed lifts. In some embodiments, example button 560 isreplaced by a corrections button (e.g., on the user account version),similarly providing visual examples of proper or optimal technique.Submit button 570 submits the entered values from Boxes A-C, 510-530.

Referring still to FIG. 6, the user is able to determine the differencebetween lines 320, 410 by looking at the angle measurements on theprotractor and subtracting one from the other and entering the absolutevalue of the difference in Box A 510. As shown in FIG. 5, the differencein degrees between lines 320 and 410 is 9. In one embodiment, themeasurement automatically appears on the screen when the user finishesdrawing the second line. As previously described, the movement trainingsoftware may be programmed to determine the slope of the lines andconvert them to degrees, which can then be subtracted to determine thedifference between the angle of the athlete's body part and that of thedesired angle.

Referring now to FIG. 7, the user is informed that he is going to checkthe distance between the athlete's foot and COM. This is intended togive the user a good idea of how much power the athlete is generatingwith each stride. In a fifth step, the user is instructed “Stop thevideo when your heel comes off the ground.” The rear heel of the athleteis identified by line 610.

Referring now to FIG. 8, in a sixth step, the user is instructed to“Draw a line from the center of your hip straight down through theprotractor.” This is similar to the task done in FIG. 4. This line fromthe hip is illustrated as numeral 720.

Referring now to FIG. 9, in a seventh step, the user in instructed to“Next draw a line from the center of the hip through the ball of thefoot on the ground.” This is similar to the task done in FIG. 5. Thisline from the hip through the foot is illustrated as numeral 810.

Referring now to FIG. 10, in an eighth step, the user is informed thathe is going to measure the difference in degrees between the two lineshe has drawn 720, 810. Thus, the user is instructed “Enter the number ofdegrees between the two lines in box B.” The user is able to determinethe difference between lines 720, 810 by looking at the anglemeasurements on the protractor and subtracting one from the other andentering the absolute value of the difference in Box B 520. As shown inFIG. 10, the difference in degrees between lines 720, 810 was 4. In oneembodiment, the measurement automatically appears on the screen when theuser finishes drawing the second line.

Referring now to FIG. 11, in a ninth step, the user is informed that heis going to check the angle of the athlete's push. The user isinstructed to “Stop the video at extension. Draw a line from the toe ofthe foot coming off the ground, up just in front of the knee, throughthe protractor.” This line from the toe is illustrated as numeral 1010.

Referring now to FIG. 12, in a tenth step, the user is instructed to“Next draw a line from the center of the hip straight up through theprotractor.” This line from the hip is illustrated as numeral 1110.

Referring now to FIG. 13, in an eleventh step, the user is instructed to“Enter the number of degrees between the two lines in box C.” The useris able to determine the difference between lines 1010, 1110 by lookingat the angle measurements on the protractor and subtracting one from theother and entering the absolute value of the difference in Box C 530. Asshown in FIG. 13, the difference in degrees between lines 1010, 1110 was38. In one embodiment, the measurement automatically appears on thescreen when the user finishes drawing the second line.

Referring now to FIG. 14, the user is instructed at box 1402 to “Clickon Submit to get your feedback.” Thereafter, the movement trainingapplication provides the user with information in a feedback area 1404related to measurements made by the user in FIGS. 3-13. For example, inFIGS. 3-6, foot strike was examined, in FIGS. 7-10, foot action wasexamined, and in FIGS. 11-13, angle of push was examined. Thus, theinformation provided to the user in this example relates to these threeitems. As shown in FIG. 14, the output provided to the user in thefeedback area 1404 is as follows: “Foot strike in good position for maxstride length; Foot action early, loss of power output; Angle of push isgood, max stride length.” While shown in the same screen as theinstructions, the output of the movement training application may beprovided in a separate screen. In some embodiments, output includesinformation (e.g., actions/drills) required for or desirable for makingcorrections.

User Feedback

In some embodiments, the user or athlete will be able to click on thevarious outputs or conclusions supplied by the movement trainingapplication and get a more detailed analysis. For example, in someembodiments, the performance of each of the items examined may be ratedon scale (e.g., such a 1 to 100), the user or athlete can monitor andaim to improve. Thus, using the movement training application can be aniterative process, where the athlete continues to monitor hisperformance and take measurements to ensure that his performance isimproving.

In some embodiments, when the user hits submit, comparison unit canexamine the data in Boxes A-C. 510-530, and provide a score, e.g.,between 1-100, or a letter grade score, e.g. “A,” “B,” etc. The user canalso be provided feedback to help them improve their scores. In oneembodiment described further below, the user may be told “Your upperbody is too high” so that the user receives advice on how to correct thedegrees at which their movement or position departs from the desiredangle. In other embodiments, exercises, drills, movements, etc., can besuggested based on the user's score and the analysis performed.

While the present example has described a single user or athlete'sreview of the athlete's performance, the movement training applicationallows each athlete to have an individual account which may be accessedthrough the main website. For example, each athlete's performance oflift, run, drill, etc., is accessible on his or her account. Theathletes are able to draw lines, by way of direction, to show bodyposition throughout and allow interactive learning of correctpositioning.

In another embodiment illustrated in FIG. 15, the data for multipleathletes can be compiled and presented in a table 1500 to evaluate anathlete's progress over the course of a training program and compare theathlete to other athletes participating in the same program. Individualathletes can be listed by name (or a designated generic identifier) onthe multiple rows 1502, and the data compiled during their trainingsessions can be displayed in the multiple columns 1504 across the top ofthe table 1500. In one embodiment, the data may include the differencein calculated angles over the course of several training sessions sothat the user or athlete can determine if their movement and positionsare improving. In another embodiment, the user or athlete may beprompted to enter additional information into the GUI which will providefurther analysis of the progress of the athlete through the trainingprograms. For example, the amount of weight that an athlete lifts in abench press may be input and displayed over the course of severaltraining sessions to show whether an athlete is increasing the amount ofweight being lifted as they go through the movement training process.The effectiveness of the movement training system can then be evaluatedin terms of the athlete's improved performance, strength, speed or anyother quantitative category which can be measured and entered into thesystem.

Training Lifting Movements

In one embodiment, an athlete may be trained in a weightlifting activitysuch as a bench press, as illustrated in FIGS. 16A-16D and 17A-17C. Theuser opens the movement training application on the portable device andsees the GUI 1600 shown in FIG. 16A. FIG. 16A illustrates a screen shotof the GUI 1600 where the user is asked to stop the video 1602 at aspecific time 1604 in the video sequence when the athlete 1606 in thevideo is at a specific position in the bench press movement. At thebottom of the GUI are video buttons 1608 labeled “1-19,” which allow auser to view up to nineteen different videos per activity. Selectingbutton “1” will play a first video sequence of the athlete completing asingle bench press action.

The remaining sections of the GUI 1600 will be explained below. Astart/stop button 1610 allows the user to start and stop the video, anda Frame-by-Frame button 1612 allows the user move through the videosequence frame-by-frame, as shown by the time marker 1604. Zoom buttons1614 allow the user to zoom in or out on the image to better identifythe athlete's position. A home page button 1616 (H) allows the user toreturn to the main GUI of the application, and an Enter button 1618allows the user to tell the application to calculate the difference inangles once the user has selected appropriate positions on the athlete'sbody 1606. A Clear button 1620 resets the entire method, and a degree ofcorrection box 1622 displays the difference between the desired angleand the measured angle. A full screen button 1624 expands the GUI tofill an entire screen of a display for easier viewing. Navigationalbuttons 1626 “up, down, left, and right” are used to move the video 1602around the GUI 1600. Sequence buttons 1628 labeled 1-9 on the right siderefer to different types of measurements that can be made for any oneactivity (such as the bench press). There may be more or lessmeasurements depending on the type of activity, to the number ofsequence buttons 1628 is not limited to only 9. Although not illustratedhere, the GUI may also include a message button which may be used tosend messages to the athlete in the video or other users to discuss themeasurements being observed or tips on correcting certain movements.

Once the video is loaded, the user will select one of the sequencebuttons 1628 on the right side of the GUI. These are the buttons used bythe user to evaluate a specific type of movement during the activity. Inthis embodiment, there are two different sequences for the bench pressactivity. Sequence 1 is a forearm position, and Sequence 2 is the upperarm position.

To evaluate Sequence 1 (forearm position), the video is advancedframe-by-frame to the frame where the weight 1630 is at its lowestposition (resting on the chest of the athlete 1606), as shown in FIG.16B. The user is then prompted to identify the middle of the elbow andselect a first point (by clicking the mouse at that point), and a firstdot 1632 is created on the user-selected point. The user is thenprompted to select a second point on the middle of the wrist, and asecond dot 1634 is created at that point, as shown in FIG. 16C. Astraight line 1636 appears which passes through the middle of the firstdot 1632 and second dot 1634. As shown in FIG. 16D, once the userselects the “Enter” button 1618, the movement training applicationmeasures the angle between the two dots 1632, 1634. This is the angle ofthe user's forearm. By clicking on the “Enter” button 1618, theapplication compares this angle with a desired angle stored in adatabase, and outputs a degree of correction in the correction box 1622.In this embodiment, the degree of correction is “2,” which may indicateto the user that the athlete needs to adjust the position of the forearmby 2 degrees. If the number was negative (i.e. −2), this would tell theuser that the athlete needs to adjust the position of the forearm by 2degrees in the opposite direction. The basic process of movementtraining is now complete.

To complete a second movement training operation for a different type ofmovement, the user can select the “Clear” button 1620 which removes thedots, lines and degree of correction, as illustrated in FIG. 17A. Theuser may now click on Sequence 2 from the sequence buttons 1628 in orderto now calculate the position of the upper arm during the bench press.The video is advanced to the same time as previous, where the athlete1606 has the weight 1630 at a lowest position. The user is prompted toselect a point at the middle of the armpit, and a first dot 1638appears. In FIG. 17B, the user is asked to click on a point at themiddle of the elbow, and a second dot 1640 appears, followed by astraight line 1642 which passes through the middle of the first dot 1638and second dot 1640. This is the angle of the user's upper arm. As shownin FIG. 17C, by clicking on the “Enter” button 1618, the applicationcompares this angle with a desired angle stored in a database, andoutputs a degree of correction in the correction box 1622. In thisembodiment, the degree of correction is “−1,” which may indicate to theuser that the athlete needs to adjust the position of the forearm by 1degree. If the number was positive (i.e. 1, this would tell the userthat the athlete needs to adjust the position of the forearm by 1 degreein the opposite direction. The basic process of movement training is nowcomplete.

It should also be appreciated that while the calculation of the anglesin Sequence 1 and Sequence 2 were done separately, these calculationsmay be completed in a single combined sequence where the user measuresthe position of the forearm and the position of the upper arm at thesame time. Both angles of correction may be displayed simultaneously andcould therefore be used to understand the relationships of the positionof one part of the body to another. For example, the angle of the upperarm may influence the angle of the lower arm, and so correcting theangle of the upper arm will automatically improve the angle of theforearm. The system can illustrate this to the user and the athlete tobetter improve the athlete's movement.

In another embodiment, the user may want to compare videos fromdifferent sessions by selecting different video buttons 1608 along thebottom of the GUI. The user can then compare an athlete's movement andposition over a period of time through several training sessions inorder to determine if the athlete is improving, staying the same orregressing.

The system and method described above with regard to the lift trainingmay also be applied to the foot training, as shown in FIGS. 18A and 18B.FIG. 18A illustrates a GUI 1800 showing a method of calculating theangle of a front foot as it strikes the ground. As previously describedwith respect to the bench press movement, a first dot 1802 is placedwhere the front foot hits the ground, and a second dot 1804 is placed atthe athlete's hip area. The line 1806 is then drawn between the firstdot 1802 and second dot 1804, and the user selects “Enter” 1808 to havethe difference between the athlete's angle and a desired angle be outputin the correction box 1810. FIG. 18B illustrates the method ofidentifying the angle of the back leg, or recovery leg, during a runningmotion. A first dot 1812 is placed at the knee of the recovery leg, anda second dot 1814 is placed at the hip of the athlete. The line 1816 isdrawn between the two dots, and the user hits the “Enter” button 1808 toreceive the difference between the athlete's measured angle and thedesired angle output to the correction box 1810.

The info that the coach and the athlete obtained from this evaluationwill enable the athlete to make a correction before it results in aninjury or poor performance on the field. Exercise or skill, done out ofposition, effects performance in a negative way. All activities areevaluated the same way (body position in motion).

Training Rotational Movement

Rotational components are critical to efficient movement; they are thebody's mechanism to produce motion. The strength an athlete attains mustbe that which produces rotational stability along with prime musclestrength and speed of contraction. The same body positions required forperfect motion must be maintained in all strength work so that thetransfer to performance is automatic. Otherwise, the rotations will beshut down, the stabilizers de-activated, and performance compromised. Inaddition, total muscle action will not be developed, and compensationcreating over work of certain muscles, out of position, will causeinjury.

Upper body development must ensure the correct positioning required ofthe upper body during movement as it works in conjunction with the hipsto maintain balance and function in the correct plane. Therefore, chest,shoulder and upper back exercises must be performed in such a way thatthey maintain the stabilizers and develop the use of muscle order thatwill be used athletically. Otherwise, the strength attained will impedeperformance and lends to potential injury. In order to ensure thatcompensations are not taking over during strength training, the presentsystems and methods allow the athlete to see the lift as it is performedand grades the components that are essential to success.

In some embodiments, the feedback obtained from the movement trainingapplication may be used as an educational tool for both the athlete andthe coaches/parents. The coaches or teacher (when applied to aclassroom) may have access to all video, grading, and progress of eachparticipant, so that it becomes documentation, tracking tool for them aswell. In some embodiments, the movement training application alsocarries the ability for a coach to communicate with the athlete throughhis account, posting comments on performance, and for the athlete tosubmit understanding of his video analysis to the coach.

Through drill work on movement mechanics and functional strengthdevelopment, the system develops each component that contributes toathleticism. Each piece provides the basis for speed. As runningmechanics becomes more proficient, and functional strength improves,speed increases.

Computer Implementation

FIG. 19A illustrates a representation of a computer system 1900 and auser 1902. The user 1902 uses the computer system 1900 to performperformance training based on movement mechanics and functional strengthdevelopment in an athlete. The computer system 1900 stores and executesa movement training application 1990.

FIG. 19B is a functional block diagram illustrating the computer system1900 hosting the movement training application 1990. The controller 1910is a programmable processor and controls the operation of the computersystem 1900 and its components. The controller 1910 loads instructions(e.g., in the form of a computer program) from the memory 1920 or anembedded controller memory (not shown) and executes these instructionsto control the system. In its execution, the controller 1910 providesthe movement training application 1990 as a software system.Alternatively, this service can be implemented as separate hardwarecomponents in the controller 1910 or the computer system 1900.

Memory 1920 stores data temporarily for use by the other components ofthe computer system 1900. In one implementation, memory 1920 isimplemented as RAM. In one implementation, memory 1920 also includeslong-term or permanent memory, such as flash memory and/or ROM.

Storage 1930 stores data temporarily or long term for use by othercomponents of the computer system 1900, such as for storing data used bythe movement training application 1990. Such stored data may includepreviously measured athlete values. In one implementation, storage 1930is a hard disk drive.

The media device 1940 receives removable media and reads and/or writesdata to the inserted media. In one implementation, for example, themedia device 1940 is an optical disc drive.

The user interface 1950 includes components for accepting user inputfrom the user of the computer system 1900 and presenting information tothe user. In one implementation, the user interface 1950 includes akeyboard, a mouse, audio speakers, and a display. The controller 1910uses input from the user to adjust the operation of the computer system1900.

The I/O interface 1960 includes one or more I/O ports to connect tocorresponding I/O devices, such as external storage or supplementaldevices (e.g., a printer or a PDA). In one implementation, the ports ofthe I/O interface 1960 include ports such as: USB ports, PCMCIA ports,serial ports, and/or parallel ports. In another implementation, the I/Ointerface 1960 includes a wireless interface for communication withexternal devices wirelessly.

The network interface 1970 includes a wired and/or wireless networkconnection, such as an RJ-45 or “Wi-Fi” interface (including, but notlimited to 802.11) supporting an Ethernet connection.

The computer system 1900 includes additional hardware and softwaretypical of computer systems (e.g., power, cooling, operating system),though these components are not specifically shown in FIG. 19B forsimplicity. In other implementations, different configurations of thecomputer system can be used (e.g., different bus or storageconfigurations or a multi-processor configuration).

Methods of Movement Training

FIG. 20 is a flow chart which illustrates one embodiment of a method oftraining a human body. In a first step 2002, at least one image of ahuman body is captured. In step 2004, at least one position of the humanbody is selected on the captured image. The at least one position may beselected by selecting at least two points on the human body. In step2006, an angle of the human body is determined at the at least oneselected position. In step 2008, a difference is calculated between theangle at the selected position and a desired angle of the at least oneselected position. In step 2010, a corrective action is displayed to theuser based on the calculated difference.

Evaluating Performance Readiness

In one embodiment, the systems and methods described above may be usedto measure a user's technique during a physical activity, which alongwith a separate metric for strength or related ability, can be combinedto provide an overall “performance ready” value. The performance readyvalue will indicate how ready the user is to perform the physicalactivity being evaluated, or if numerous physical activities are beingevaluated, the user's overall ability to perform (such as in aparticular sport). The performance ready score may be based on thecombination of a technique score and a strength score, although othercriteria relating to a user's physical ability and movement may be used,such as the movements described in the sections above. FIG. 21illustrates an image of a user interface where a user's technique may beevaluated, as has been described above. In this image, the user in theimage is being evaluated with regard to their technique of swinging alacrosse stick. The specific technique being evaluated is the angle ofthe user's rear foot as it pushes off the ground while the user swingsthe lacrosse stick. Additionally, the angle of the user's leg ismeasured. These techniques can then be given values based on presetthresholds or amounts.

In one embodiment, the performance ready value is an average of atechnique score and a strength score, as shown by the table in FIG. 22.In FIG. 22, a list of users on the left row (with names obscured forprivacy) is provided, and subsequent columns on the right displaynumerical scores relating to past and present technique and a percentageof change over this time; scores relating to the user's past and presentstrength and a percentage of change over this time; and a past andpresent performance score and a percentage change over time. Theperformance score maybe a numerical average of the technique andstrength scores, or it could be a weighted average where one of thecriteria is weighted more heavily than another. This may occur if aparticular activity is known to require more technique than strength,for example, in which case the technique value may be increased by afactor of a selected variable or simply increased by a specific amount.A percentage of change of the performance ready score over time may alsobe included, which may be the output that tells the user or a coach ortrainer what the user's overall performance ability is and whether theyare continuing to improve.

In FIG. 23, an overall performance ready table is shown, which displaysa list of users' past and present scores that have been averaged acrossa number of different physical activities for which they were measured.For example, the overall performance ready score may be an average offive different physical activities which the user is completing. Thisoverall performance ready score therefore provides a broader picture ofa user's overall physical ability as opposed to just a particular typeof physical activity. Thus, a coach, trainer or even the user may see ifthey are making progress based on an easy to understand numerical score.

In one embodiment, the performance score may be simplified to a numberbetween 1 and 10, or it could be complex enough to require a largerratings system, such as 1 to 100.

Applications of Performance Ready Evaluations

In one embodiment, the performance score may be utilized to measure auser's progress toward recovery from an injury. The user's progress maybe measured based on their current and historical performance readinessvalues. In addition, if the user's performance ready score wasdetermined prior to injury, this pre-injury performance ready value canbe used as a benchmark to determine when the user has fully recoveredfrom their injury.

In another embodiment, the performance ready scores may be monitored tolook at trends that may be occurring across athletes of a samediscipline or a group being trained with a particular technique ortrainer. If the users in a particular group see a noticeable increase ordecrease in their performance activity, the particular trainer, trainingsets, time spent training and other factors may be reviewed to determinethe reason for the trending performance ready scores.

For example, if a group of users in a class or on a team see a universaldrop in performance ready scores, it could be a sign that the users arebeing over-trained. This could be further confirmed by lookingspecifically at strength measurements for particular activities that thegroup is doing to see if their strength scores are also decreasing.

In another situation, if one user's performance ready score is flat ordecreasing while other users in the same group are increasing, a coachor trainer can identify the abnormality and focus on that user todetermine why they have not been progressing.

Another application of evaluating technique is in providing specificcorrections to a user in order to improve their technique. In oneembodiment, a user that receives a low score in technique for aparticular activity may receive a message with a tip on how to correctthe technique and improve their technique score. The message may includea hyperlink to a picture or video which demonstrates a proper technique,or even a hyperlink to the user's own video of their performance alongwith annotations that show why the user's technique is poor and how tocorrect it. An image of a messaging system which may be implemented isillustrated in FIG. 24. The messaging system may be provided to a coachor trainer who wants to communicate with their team or a specificathlete with regard to the performance ready scores that they arereviewing. The message interface may list one or more message senders,the message recipient(s), a brief summary of the message, and otherpertinent information. The user may receive their own performance readyscores and other related scores in the message as well, so they can seetheir progress and identify their own trends.

FIG. 25 is a flowchart illustrating one embodiment of a method ofevaluating a physical activity of a user to determine a performanceready score. In a first step 2502, one or more images of a userperforming a physical activity are received for processing of the user'smovement, as has been described herein. Using the images, a user'stechnique during the performance of the activity can be evaluated (suchas the angle of the athlete's foot in FIG. 21). Based on the evaluation,the user's technique is assigned a numerical score. In step 2506, astrength score is determined based on data received with regard to theuser's measured strength during the physical activity. Once the strengthscore and technique score are determined, these two scores are combinedin step 2508 to generate a performance ready score. The technique andstrength scores may be combined by averaging the two scores, summing thetwo scores, or weighting one or both of the scores individually beforesumming or averaging. The performance ready score can then be displayedto the user or another interested party in order to empirically assessthe user's physical ability. In an additional step 2510, the performanceready score may be compared with past performance ready scores from thesame user or with performance ready scores from other users in relatedgroups, activities, teams, etc. to determine trends and patternsrelevant to the user's training.

Movement Training Drills

One or more drills may be developed which focus on training a user toimprove their movement, technique and overall performance readiness.Efficient movement is the common requirement of every sport, andteaching the body to create efficient movement is the basis forimproving balance, coordination, timing, quickness, explosion and speed.Improving these athletic components allows an athlete to excel in theused of specific skills.

The system is developmental, and teaches the athlete how to use the feeteffectively and then to assimilate that action throughout the rest ofthe body to produce synchronized action and reaction. This is donethrough a series of movement drills that address each component ofmovement and become more complex and inclusive as the athleteprogresses.

The following is a list of drills divided up based on skill levels,starting with easier, Level I drills and finishing with more complex,Level IV drills.

Level I Drills

Walk and Press—Designed to acquaint the athlete with the mid foot andlearn to use it as the base for all pushing motion to follow. Itdevelops strength in the muscle use of the foot and lower leg, andteaches weight transfer, balance point, timing, body position andcontrol. This drill is essential to the development necessary forperformance of the more advanced drills. Perfecting it aids in thedevelopment of all areas of performance.

Ankle Snap—Furthers identification of the mid foot and its use ascontact and balance point. Requires a quicker response from the musclesin the feet and lower leg to contact the ground at the correct pointmore quickly.

Ankle Bounce—Using the foot to initiate motion, further strengthens themid foot and lower leg, while adding propulsion forward, requiring thebody to take the action up throughout the legs and hips, and carry upperbody position forward in a balanced motion.

Ankle Bounce Backward—Works on the coordination and timing of the upperand lower body together as the push backward coordinates with therelease of the opposite side. It also helps develop balance over the midfoot, along with stability and control in carriage of the upper body.

Lateral Ankle Bounce—Addresses the ability to use the mid foot at alateral angle, strengthening the use of the foot into inner leg,developing core strength to carry the body in balance as it moveslaterally. Done correctly, this drill helps develop reactive ability inthe feet to get on the ground quickly and in position under the hips.

Single Leg Firing—The beginning to the running component. The mid footmust control the initiation of movement, and the reaction off the groundresulting in a recovery position under the hips. We work one leg at atime to achieve learning of control and positioning on each side. Itemphasizes foot use, timing, upper body carriage and positioning, armaction, hip strength and coordination.

Single Leg Firing Backward—Adds the component of balance to the processof using the foot quickly to fire upward, under the hip. Balance overthe mid foot is important to carry the upper body backward in balance.

Single Leg Firing Laterally—Emphasizes the reactive use of the mid footto move the body laterally while strengthening foot muscle use toachieve firing position under the hip.

Low Push Forward—Develops the use of the hips and hamstrings to maintainbody position, while mid foot response generates forward motion, andresponds rapidly to reestablish position with feet back under hips.Creates strength and coordination of upper and lower body workingtogether to generate an explosive action, resulting in a balanced endpoint.

Low Push Zig Zag—Adds the component of using the mid foot in an angleddirection to direct motion. Strength to hold upper body in position,while feet work at an angle is an additional component developed here,which is required in multiple sport skills applications. Feet must reactfirst, then core ability must hold the upper body and hip position totake the body to the desired point as a unit.

Lateral Low Push—Strengthens the use of the foot in a lateral directionto push against the surface to move the rest of the body laterally.Requires even more core development to carry the upper body and hipssimultaneously, and react with the push foot to regain position for thenext move. Arm action connected with foot action is emphasized here aswell.

Level II Drills

At this level, we work on creating turns while in motion. Drills thatcreate stability in the center of the body allow movement to occur inbalance. Positioning is taught here so that, at each foot strike, theupper body is in alignment with the mid foot. This is developed in everydirection successively.

Bounce Push Out—Adds the component of extension through the push leg toproduce power forward. Requires the feet to carry and contact at midfoot, absorbing more energy, and reacting rapidly as the body iscovering more ground. Arm action is further expanded into a largermotion.

Bounce Push Out Backward—Using the same skills as before, now a greatereffort from the foot is required, and the body has to carry in a levelposition as it moves backward at a faster rate, covering more ground.Further balance and coordination is developed within it.

Bounce Push Out Forward to Backward—Adds the complexity of turning, instride, and continuing the same rate of motion in balance. Develops theability of the body to maintain position, react across the foot to turnhips, land solidly on the next mid foot, and be able to continue speedof motion to the next turn. Several are performed in a row during thedrill, handling back and forth turns off once side, then repeats usingthe other.

Lateral Bounce Push Out—emphasizes the push across the mid foot todirect the body in a lateral direction, but adds the component ofextension as more ground is covered. The feet have to react more quicklyto handle the increased energy, and still contact under the hips as thedrill is performed. Arm action is performed in a larger range, as well,and coordinated with more rapid motion from the feet.

Lateral Bounce Side to Side—Full turn is required as the lateral bounceis performed to a change of direction that is initiated by the pushacross the mid foot, resulting in a turn of the hips, keeping balance,as the upper body follows hips, and the foot contact is in the correctposition for the next push. Multiple turns are repeated in the course ofthe drill.

Firing Forward to Backward—continues the mechanics of the turn into theskill of firing, both forward and backward, requiring the foot use,balance, coordination, timing, quickness of mid foot response, hipposition, and arm action. One foot is the primary focal point of theturn for multiple reps, then the other side is the active component. Wetrain each side independently, to obtain unilateral proficiency.

Firing Lateral to Forward—A very quick drill, using the lateral pushacross the mid foot to create a rapid 90 degree turn, and the control totake the body back to the lateral position with balance and stability.This is repeated multiple times as it progresses, first with one footbeing the turn foot, then with the other for multiple reps.

Firing Lateral to Backward—Requires the balance component to carry thebody quickly into a backward position from a 90 degree turn, thequickness of the foot to get into the fire position going backward, andthe rapid response across the foot to get the body back to a lateralposition. This is repeated multiple times one side, then repeatedmultiple times on the other side. Thus further developing equalproficiency and strength on each side of the body.

Low Push Zig Zag (out two, back one)—Carrying the body forward in a 45degree pattern, a stop must occur and a quick use of the outside foot toredirect action backward at 45 degrees is required. This works on theability to position the body over mid foot at push, landing, andreversal, creating a balance point in each direction. The push foot isalso required to react back into a position under the body immediately.Body components must remain intact as the whole body is moved as a unitfrom front to back, and front again. Multiple reps are repeated in arow.

Lateral Low Push (out two, back one)—while generating some powerlaterally, the body must be able to maintain low position, and land in abased position over the mid foot, even though it is moving laterally(upper body can't lean toward direction of motion, or against it) andmid foot must be able to react back the other direction rapidly, andwith equal power. Arms must match foot action, and be able to reverse,creating coordination and synchronization. This applies directly todefensive efforts in many sports.

Low Push, alternating Forward to Backward (out two, back one)—Carryingthe body forward, alternating off each foot, the second foot contactmust react to push backward, without allowing the body to lean back, orreach with the other foot. This develops coordination, and quickreactive response with the feet. Balance throughout the drill requiresthe athlete to be in the correct body position, and be able to hold lowposition through the hips and hamstrings.

Zig Zag Low Push w Vert—Performing the zig zag low push while adding avertical jump at last foot contact creates the ability to redistributeweight to the next motion and use the foot action to redirect the bodyinto a vertical direction with quickness and power. Landing into a lowposition and producing another zig zag pattern requires the body tostabilize through the hips and hamstrings, and develops the immediateuse of the foot to create the motion, in order to keep feet under thebody, required for balance. Reactive strength and explosion are furtherenhanced by the vertical jump.

Lateral Low Push w Vert—Performing the lateral low push while adding avertical jim at last foot contact creates the ability to redistributeweight to the next motion and use the foot action to redirect the bodyinto a vertical direction with quickness and power. Landing into a lowposition and producing another lateral push, requires a rapid use of themid foot to move the whole body laterally, and the coordination to pushfrom one side while releasing the other simultaneously. Arm action mustfollow the timing of this drill, furthering coordination of the body asa unit. The vertical jump develops explosive strength and correctlanding ability. (Furthering the running mechanics into Level II, webegin to coordinate firing from one side to the other)

Firing Two and Two—Firing the right leg for two reps, a bounce on eachfoot occurs followed by firing twice on the left, and is repeated inthis pattern for several yards. The athlete learns to react through themid foot from one side to the other in succession, requiring bilateralreactions and performance toward running Arm action must match up withfoot action from side to side, and the body must be able to keep up onthe bounce segment of the drill, requiring the feet to get on the groundquickly, and push quickly to set up the successive fire.

Firing One and One—Firing once on the right, followed by a bounce oneach side, and another fire on the left, the athlete must respond formone side to other even more quickly, creating a bilateral motion similarto the run. Arms are quicker, foot strikes are sooner, and balance mustbe maintained to hold body position and keep feet under hips as movementoccurs forward. Firing position and power of foot reaction is enhanced,as the fire occurs at its highest point under the hip.

Firing Right Bring in Left—Getting to top speed with right leg fire,halfway the left leg fires in with the right to match up and become arun. This develops the ability to maintain body position and arm actionwhile firing at full speed. Precursor to running

Build Up Run—Works on getting the body into the correct position and useof proper mechanics, and then builds speed off of that with increasedarm action to increase the rate of foot strike along the way.

Sprints—Develops the rate of foot strike along with arm drive and poweras the feet create extension through the hips, and body position ismaintained.

Level III Drills

For Level III drills, at this level we combine components of the firsttwo levels to further the development of coordination, and the abilityto move in various directions with speed and power.

Bounce forward, break down, bounce backward, break down, back to forwardagain—This pattern repeats multiple times within a set, working on theability to generate power, control body position to stop, and the footreaction to maintain body position and reverse. Done at a quick pace.Assists in getting arm drive to begin rapidly as well.

Fire forward, break down, fire backward, break down, back to forwardagain—Advances the first step speed, body control and arm action. Donewith each leg as the fire leg separately, with speed forward as a focus.This drill adds the fire component to the control and coordinationrequired in the bounce.

Run to Backpedal, back to Run—Works on first step speed, body control tostop in balance, and the ability to maintain position by using the feetto reverse. This requires holding body position during the backpedal,being able to stop in balance again, and create immediate speed forwardagain. Repeated multiple times during the rep.

45 degree Sprints—A short sprint is run at a 45 degree angle. At thestop point, the outside foot must react across the mid foot at 45degrees to begin the next sprint to the other side at 45 degrees. Thiscontinues forward along a designated distance, so that the outside footon each turn must create a strong response to redirect the hips. Allcomponents of foot quickness, arm action, body position, hip strength,coordination and timing are required here, as well.

Firing×2 at 45 degree angles—Firing only the outside foot twice,followed by a balanced stop to a rapid fire twice on the other foot.Repeats multiple times along a prescribed distance. Teaches very rapidresponse, while requiring balance, body position, active foot strength,hip strength and arm coordination.

Firing×1 at 45 degree angles—The same drill but firing only once on eachside, requiring an even quicker, more explosive response.

Firing 2 Side, Front, Back—Beginning with lateral fire, one leg firestwice, turns to forward, firing twice, to backward, firing twice, backto lateral—all on the same side. Multiple uses of the mid foot arerequired as the directions change, and the hips and upper body arecarried together in the change. Performed at a quick pace. It is thenreversed, going from lateral, to backward to forward, requiring adifferent foot use and hip carriage to get around.

Firing 1 Side, Front, Back—Same drill but using a single fire, whichrequires a more rapid assimilation, response, release of the oppositeside, and balance as the turns occur.

L Drill—Various bouncing and running mechanics drills are performed on alined surface where multiple stops and starts are performed at rightangles. Emphasizes the ability to achieve the components of the drillswith the addition of balanced stops and redirection with speed andquickness.

Low Push Zig Zag Doubles—The 45 degree low push is performed twice atthe same angle, before switching to the opposite direction for two, thenrepeats. By pushing twice, the athlete must master an immediate weightshift and be able to create a quick response with the mid foot. Bodyposition is important to have the balance required for the weight shiftto happen at the right time.

Lateral Low Push to Forward Push—Lateral push off one side, to forwardoff the same side, back to lateral. This repeats along the distance.Requires coordination and balance to maintain weight over the mid footto create the action. Performed separately on each side.

Lateral Low Push to Forward Push, switch sides—Same drill, but now afterthe forward push, the opposite foot must plant and create a quick motionto change the direction to a lateral push, then repeat to forward, etc.

Level IV Drills

Level IV Drills includes sport specific drills that take the abilitiesthe athletes have developed to the next level. At this point, theathlete needs proficiency in the mechanics so that the skills areperformed with balance, correct body positioning, stability, quickness,power, timing and speed. With this as a base, sport specific drills takethe athleticism to the requirements of the respective sport. Thesedrills are designed to replicate particular offensive or defensiveactions that the athlete must perform.

Dodge Drill—Incorporates the low push at an angle, followed by a rapidfire through of the push foot. Repeats on the other side. Dodgingrequires a stable body position, the ability to push across the foot todirect the inside leg, while the push foot must be able to fire veryrapidly to carry the body forward, past the defender.

Defensive Lateral Push—Uses the lateral low push, but adds an offensiveopponent to react off of. The offensive player runs laterally, while thedefensive player uses a powerful lateral push to stay with the offensiveplayer. The offensive player reverses direction at a particular point,and the defensive player must react with the outside foot to redirectthe push to match up. To cover a player, it is imperative that thedefender is able to push from side to side, at one level. If he is upand down, too much time is spent in the air, and speed of movement iscompromised. Feet must move quickly, in contact with the ground, and beunder the body, in order to react quickly enough to cover an opponent.

Defensive Drop and Run—Uses the backward push and redirect across themid foot to run at an angle. The offensive player runs toward thedefender, who pushes back to give ground, making sure the weightdistribution is over the outside foot, then immediately reacts acrossthe mid foot to run at the same angle the offensive player has gone, inorder to stay with him. In order to cover the opponent quickly enough tostay with him, the defender must be in a low, balanced position, and beable to react from the foot to direct the body. Timing is very importantto enable the athlete to push back, and release on the other side at thesame time, allowing him to cover ground, and still maintain bodyposition. Then, the foot must be able to react across the mid foot todirect the hips into an angle to run with. The feet must also generatethe run, supported by arm action to time the upper body with the feet.

Various illustrative implementations of the present invention have beendescribed. However, one of ordinary skill in the art will see thatadditional implementations are also possible and within the scope of thepresent invention. As was noted above, the same principles can beapplied to exercises, such as benching and squatting.

Accordingly, the present invention is not limited to only thoseimplementations described above. Those of skill in the art willappreciate that the various illustrative modules and method stepsdescribed in connection with the above described figures and theimplementations disclosed herein can often be implemented as electronichardware, software, firmware or combinations of the foregoing. Toclearly illustrate this interchangeability of hardware and software,various illustrative modules and method steps have been described abovegenerally in terms of their functionality. Whether such functionality isimplemented as hardware or software depends upon the particularapplication and design constraints imposed on the overall system.Skilled persons can implement the described functionality in varyingways for each particular application, but such implementation decisionsshould not be interpreted as causing a departure from the scope of theinvention. In addition, the grouping of functions within a module orstep is for ease of description. Specific functions can be moved fromone module or step to another without departing from the invention.

We claim:
 1. A method of assessing performance readiness of a human,comprising: receiving at least one image of a user performing a physicalactivity; evaluating a technique of the user's performance anddetermining a technique score based on the evaluation; determining astrength score based on the user's measured strength during the physicalactivity; combining the technique score and the strength score togenerate a performance ready score; and displaying the performance readyscore on a display.